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Formative feedback in teaching undergraduate psychiatry.
Anna Chur-Hansen1, Leslie F Koopowitz
1Department of Psychiatry at the Royal Adelaide Hospital, University of Adelaide, South Australia 5005. anna.churhansen@adelaide.edu.au
Summary
Formative feedback in psychiatry education was well-received by students, with most understanding its purpose and finding it useful. This initiative enhanced student confidence and direction, though further research on its impact on summative assessments is recommended.
Area of Science:
- Medical Education
- Psychiatry Training
Background:
- Formative feedback is a key pedagogical tool.
- Its implementation in Australian psychiatry attachments is explored.
Purpose of the Study:
- To introduce formative feedback into a psychiatry attachment.
- To evaluate medical students' responses to this feedback initiative.
Main Methods:
- Students received formative feedback sessions using a standardized instrument.
- A questionnaire assessed understanding and usefulness of feedback, with open-ended comments.
Main Results:
- 91.9% of students understood the concept and purpose of formative feedback.
- Most students found formative feedback useful, emphasizing the need for constructive and structured criticism.
Conclusions:
- Formative feedback is perceived as desirable by students, enhancing confidence and direction.
- Further research is required to determine its impact on summative assessments.
- Introduction of formative feedback into psychiatry curricula is encouraged.